Strategies for Children with ADHD - For Parents and Teachers

A Strengths-Based Approach in Practice

A neuroaffirming, strengths-based framework, as recommended by the Australian ADHD Guideline, moves beyond the traditional deficit-based lens to focus on identifying and leveraging a child's positive attributes. This is a therapeutic necessity because children with ADHD often have difficulty tolerating criticism due to a heightened biological vulnerability to emotional dysregulation and Rejection Sensitive Dysphoria (RSD). And with that, some research indicates 12 year old children with ADHD who are not receiving treatment face being negatively critiqued 20,000 more times than other children their age. It is important to ask what a child learns about themselves in these circumstances.

Practical application of a strength-based approach involves using positive reinforcement, such as the "4:1 rule," where an adult provides four positive comments for every one corrective measure. By recognising what children excel at and enjoy, these areas of capacity can be used as a foundation to support their challenges, fostering an environment where they feel empowered rather than stigmatised.   

Adapting the Learning Environment

The learning environment is an active co-regulator for a child with ADHD, providing external scaffolding to support a developing internal system.   

• Minimising Distractions: This can be achieved through preferential seating in the classroom (away from windows or doors) and creating a quiet, clutter-free space at home.   

• Visual Aids: Using checklists, picture tasks, and clearly posted schedules externalises a child's to-do list and routine, which helps bypass impaired working memory and builds organisational skills.   

• "Chunking": Breaking down large projects into smaller, manageable chunks reduces overwhelm and improves task initiation.   

The Montessori method, with its emphasis on structured choice and multi-sensory learning, is also uniquely suited to neurodivergent children and has shown positive behavioural outcomes and improvements in attention-gathering skills.   

Movement, Multi-Sensory Learning, and Attention

For children who struggle with sustained attention in traditional settings, incorporating movement and engaging multiple senses is highly effective. Multi-sensory learning stimulates two or more sensory systems—such as auditory, visual, tactile, and kinesthetic—at the same time. This activates more parts of the brain simultaneously, which creates a more robust network of connections that enhances information processing and improves recall.   

Physical movement is a critical component of this framework, as it is linked to improved concentration in children. Designated movement breaks or the use of physical activities like jumping jacks can help release pent-up energy, providing a neurobiologically informed alternative to simply forcing them to sit still.   

Time Awareness and Time-Based Motivation

A central challenge for children with ADHD is "time blindness," or time agnosia, a difficulty in accurately perceiving the passage of time. The Pomodoro Technique, when adapted for children, is an excellent tool for this purpose. By breaking down tasks into short, timed intervals, a visual timer makes the abstract concept of time tangible.   

A time-based motivation system can be integrated to further enhance this technique. By making tasks feel like a game and offering small, immediate rewards for each completed interval, a child's brain gets the instant feedback and dopamine hit it craves. This positive reinforcement builds momentum and a sense of accomplishment.   

Fostering Self-Compassion and Resilience

The psychological well-being of a child with ADHD is inextricably linked to the mindset of their parents, caregivers, and teachers. For parents, fostering psychological flexibility and self-compassion helps them cope with stress and emotional reactions, which leads to an enrichment of the parent-child relationship and better outcomes for the child.   

For the child, building resilience involves helping them understand that their struggles are part of a unique neurobiological profile, not personal failures. For educators, a crucial strategy is to validate a child's feelings and help them problem-solve difficult behaviours. By teaching children that their emotions are valid and that challenges can be navigated with the right tools, a professional can empower them to develop a resilient, strengths-based sense of self that will serve them long into adulthood. Do not punish children in school for displaying behaviour related to their neurodivergence.

Table 1: Paediatric Strategies for Key Stakeholders

For the Child	For Parents	For Teachers
Movement: Have wiggle seats and fidget toys available. Schedule movement breaks.	Self-Compassion: Practise self-care and develop psychological flexibility to better cope with difficult emotions.	Environment: Adapt the classroom with preferential seating, relaxation areas, and sensory tools.
Time Awareness: Use visual timers to combat "time blindness." Break down tasks into smaller, time-based chunks.	Strengths-Based Approach: Focus on and reinforce your child’s strengths, such as creativity, courage, and energy, rather than only their deficits.	Strengths-Based: Use a strengths-based assessment and positive reinforcement, such as the "4:1 rule," to acknowledge positive behaviours.
Organisation: Use checklists and visual schedules for daily routines and homework tasks.	Communication: Create an "About Me" letter for teachers to share a child's strengths, triggers, and best approaches for support.	Task Management: Break down large assignments into smaller, more manageable steps with clear deadlines.
Multi-Sensory Learning: Engage multiple senses (visuals, sounds, tactile activities) to improve focus and retention.	Collaboration: Work with teachers and other professionals to create a strong, supportive network for the child.	Multi-Sensory: Use visual aids, hands-on activities, and movement-based lessons to make learning more dynamic and engaging.
Autonomy: Choose activities and hobbies that you find intrinsically rewarding and that provide immediate feedback.	Psychoeducation: Educate yourself, your child, and your support network about neurodiversity to build awareness and acceptance.	Emotional Support: Validate a child’s feelings and help them problem-solve difficult behaviours by calmly discussing alternative coping strategies.

Conclusions

A strengths-based model is a therapeutic necessity. The research highlights the critical role of the environment as an active co-regulator, where intentional adjustments can compensate for executive function deficits. In summary, the most effective clinical practice integrates the validating principles of the neurodiversity paradigm with a judicious, evidence-informed application of practical, skill-based interventions.

Contact us at Jigsaw Psychology & Assessment for more information or to book in an assessment or therapy for your child.